Introducing the Unit
Text: The House on Mango Street (Novel)
Standards: RL.1, RL.2, RL.3
Details: Explore ideas about identity.
Lesson Plan 1
Text: Where I’m From (Poem)
Standards: RL.1, RL.4, RL.2, SL.1
Details: Participate in a close reading of a poem. Focus on diction (connotation) and understanding poetry.
Lesson Plan 1 Resource
Lesson Plan 2 Resource
Lesson Plan 3 Resource
Lesson Plan 4 Resource
Lesson Seed 1-5
Text: The House on Mango Street
Standards: RL.1, RL.2, RL.4, RL.5
Details: Participate in a close reading of novel chapter, respond to guiding questions; focus on making inferences and connotation and structure.
Lesson Seed 1
Lesson Seed 2
Lesson Seed 3
Lesson Seed 4
Lesson Seed 5
Details: Participate in a close reading of novel chapter, respond to guiding questions; focus on making inferences, connotation, and theme.
Standards: RL1, RL2, RL.5, SL1
Details: Participate in a close reading of novel chapters, respond to guiding questions; focus on style, purpose, structure and theme.
Details: Participate in a close reading of novel chapters, respond to guiding questions; focus on style, purpose and theme.
Standards: RL.1, RL.2, RL.3,
Details: Participate in a close reading of a novel chapter, focus on character
Text:Poem: “The Jeopard, for Gerardo Deniz” by Silvia Eugenia Castillero from An Anthology of Contemporary Peotry by Mexican Women, editied by Jen Hofer (2003)
Standards: RL.1, RL.2, RL.4
Details: Participate in a close reading of a poem. Focus on diction (connotation, ) structure and analyzing poetry.
Text:“The Jeopard, for Gerardo Deniz” by Silvia Eugenia Castillero
Standards: W1.9-10.1 Writing Style Imitation Poem:,
Details: Use the poem as a model to write a poem from the perspective of one of the characters in Mango Street. The poem should incorporate the character’s view of him/ her as an animal relating to the world around him/ her.
Lesson Plan 2
Text: Sweet Potato Pie (Short Story) (SPP)
Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3
Details: Participate in a close reading of text, respond to guiding questions, analyze character development, discussion: focus on theme.
Lesson Plan 2 Task 1
Lesson Plan 2 Task 2
Text: Sweet Potato Pie
Standards: RI.9-10.3, W.9-10.2, RI.9-10.7, W.9-10.8. W.9-10.9
Details: Webquest of nonfiction text about Sharecropping.
Using evidence from the non-fiction sources, write an informative essay about how the setting of SPP influences the characters’ development.
Lesson Plan 2 Task 3
Standards: SL.9-10.1, SL.9-10.2, RL.9-10.7
Details: Analyze a non-print text of images from the Library of Congress on sharecropping and images from Harlem during the Renaissance. Class discussion comparing them to the theme s in the text and how it reflects the time period.
Details: Synthesize the print and non-print texts; in a paragraph, explain how the characters’ identifies are products of their environment.
Standards: Short Research and Presentation. SL.9-10.3, SL.9-10.4, SL.9-10.5
Details: While walking through 1930’s Harlem, Buddy mentions riots. To what does this refer? Why is this event significant for later events in American history?
UDL for GT
Determine which writers, artists, and events of the Harlem Renaissance have the most lingering impact on later civic development.
Lesson Seed 6
Text: Persepolis (Whole) and Lipstick Jihad (excerpts)
Standards: W.9-10.7, W.9-10.8
Introduction + “The Party” of Persepolis Chapter 1 of Lipstick Jihad
Details: Short Research 500 B.C.E. - 300 B.C.E. – 1 A.D.Complete the civilization comparison chart while carefully documenting sources. Concept: National and cultural identity shaped, muted, or reinforced by revolution and war.
Lesson Seed 6 Task 1
Text: Persepolis and Lipstick Jihad (excerpts)
“Heroes- The trip” in Persepolis
“Homecoming” and “My country is sick” of Lipstick Jihad
Details: Examine the main characters’ hero worship as it is confronted by the realities of revolution and war.
Narrative Writing: Create a secondary character who is a bystander in either Persepolis during the 1979 revolution or Lipstick Jihad during the reformist movement in 2000. From the point of view from a person within this culture, describe an incident where you experienced feelings of disillusionment or betrayal towards a “hero” of the revolution whom you once worshipped.
Lesson Seed 7
Text: Finish Persepolis
“Veil” chapter excerpt of Lipstick Jihad
Standards: RI.9-10.1, RI.9-10.2, RI.9-10.5, W.9-10.2
Details: Concept= Educational institutions – shaping, reinforcing, or opposing national identity. Close reading of non-fiction article:
“It ain’t necessarily so, The textbooks children learn from in school reveal and shape national attitudes- and should provoke debate” 10/12/12 by: Braunschweig of The Economist
Based on the article, determine the role of education and educational institutions in the pre and post-revolutionary settings as they emerge as. Explain and analyze how these themes emerge in Persepolis and Lipstick Jihad.
Text: Persepolis and Lipstick Jihad (review excerpts as needed)
Standards: W.9-10.4, W.9-10.5
Details: Revision and Peer Edit
Participate in a peer review of written explanatory essay to evaluate evidence
Revise and edit using teacher and peer feedback.
Standards: W.9-10.1, W.9-10.10
Details: Revise explanatory essay.
Details: Publish final version of explanatory essay.
Standards: RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.6, SL.9-10.1, SL.9-10.2, SL.9-10.3
Details: Lesson Conclusion: Identity
Reread “Election” from Lipstick Jihad and review Persepolis
Socratic Seminar: Review unit resources. Consider the ways each author uses language to make a statement about her identity. Consider also how each author’s character is shaped by her environment.
Socratic Seminar Question: Are American individualism and Iranian deference to tradition reconcilable?
Text: Nonprint-Youtube video of Farshid Amin “Baad Az Nastaran”
Details: Watch and evaluate aspects of the video that reflect important aspects of Persian culture also exhibited in Persepolis and Lipstick Jihad.
Text: Fiction– Persian Literature for English Readers by Samuel Robinson – free google book
Pg. 423-424 of the Persian literature book, excerpt from Hafiz XXVII.
Details: Class discussion about exposing the hypocrisy of religious judges.